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Fattah, Abdel. "Emotional Intelligence and Emotional Stability in Crises". Neuroscience and Neurological Surgery 6, nr 4 (7.09.2020): 01–05. http://dx.doi.org/10.31579/2578-8868/127.
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The current study is aimed at putting the light on the role of emotional intelligence and emotional stability on confronting crises in general and the existing crisis of COVID-19 which has global impact till the present moment. Data were collected from different sources particularly the recent international scientific issues and publications as Centers of Disease Control and Prevention (CDC) as well as the current national issues. Data revealed that there is lack of awareness regarding the existing pandemic of corona virus (COVID-19) which requires clearance of the correlation between the physical and psychological impact on the human being all over the world. Also to clarify the importance of the emotional intelligence and emotional stability in confronting the existing fear and anxiety caused by corona virus. Finally there are certain recommendations could be taken in consideration to relieve panic and anxiety among the people facing the stress of mixed symptoms and signs of corona virus and how to deal with this crisis.
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Jannatunnaim, Lu’ Luul. "STABILITAS EMOSI PELAKU PERNIKAHAN DINI DALAM MENDIDIK ANAK BALITA". AL-TAZKIAH 7, nr 2 (1.12.2018): 112–23. http://dx.doi.org/10.20414/altazkiah.v7i2.656.
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The rate of early marriage from year to year continues to increase due to economic factors, family internal factors, and social factors. Most early marriages are still middle school / high school students who do not have good emotional stability and tend to do everything they want without thinking about the impact that will occur. Many of the early marriages have children, where in educating children they unconsciously apply permissive education patterns. The personal circumstances and attitudes of each child are different, making the task of educating hard to implement, and influencing the emotional state of parents. The results showed that the emotional stability of early marriages in educating children is not good, this is because early marriages are still easily influenced by negative emotions that can be seen from the emotional response shown. Excessive emotional response is not in accordance with the notion of emotional stability, namely a permanent emotional state, not easily changed, and the response shown is not excessive. In relieving negative emotions and resolving problems that occur, early marriages more often submit to the situation assuming that emotions will be lost if left unchecked, without any effort to fnd a way out or a method of solving the problem accordingly. Although early marriages do not have good emotional stability, some early marriages have been able to maintain their emotional stability by calming themselves down and solving problems that are sources of emotion.
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Wu, Xinxing, i Yun Lu. "MENTAL HEALTH STATUS AND EMOTIONAL BEHAVIOR REGULATIONOF SCI-TECH JOURNAL EDITORS AND ITS IMPACT ON JOURNAL QUALITY". International Journal of Neuropsychopharmacology 25, Supplement_1 (1.07.2022): A110—A111. http://dx.doi.org/10.1093/ijnp/pyac032.148.
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Abstract Background Psychological fatigue is a common psychological phenomenon among college journal editors. Emotion regulation is a process in which individuals use various factors and means to regulate and control their own emotions. Emotion regulation is an activity that serves personal purposes and is conducive to their own survival and development. Emotion regulation is the strategy and means that individuals use to regulate emotions when facing positive and negative emotions. It includes conscious strategies and unconscious emotion regulation mechanisms commonly used by individuals. Emotion regulation plays an important role in mental health. By studying the current situation and causes of psychological fatigue of college journal editors, we can formulate corresponding management countermeasures. This paper analyzes the various psychological pressures existing in the editors of scientific and technological journals, and discusses how to adjust their own psychology. This can reduce the editor's mental illness, promote mental health, and invest in the editor's work with a better mood and abundant energy. Emotion regulation can prevent and eliminate the adverse factors causing psychological fatigue, so as to improve the enthusiasm and creativity of editors and improve the quality of university journals. Subjects and methods On the basis of consulting a large number of relevant literature, this study compiled a questionnaire of emotion regulation style of scientific and technological editors with certain reliability and validity by using open-ended questionnaire. The emotion regulation mode of editors was measured by questionnaire, and the emotion regulation mode of sci-tech journal editors was understood. On this basis, this paper studies the relationship between emotion regulation and the editing quality of scientific and technological journals. 85 editors of sci-tech journals were tested with the symptom Checklist-90 and compared with the Chinese youth norm. After the intervention of emotion regulation, 37 people were randomly selected from the above 85 people, and the editors of scientific and technological journals were investigated by 90 symptom checklist and Eysenck Personality Questionnaire. Results The incidence of psychological problems of sci-tech journal editors was 15.79%. The incidence of psychological problems of responsible editors was significantly higher than that of General Editors (P <0.05). The five factor scores of somatization, compulsion, interpersonal relationship, depression and anxiety of sci-tech journal editors were significantly higher than the National Youth norm (P < 0.01). The editors of sci-tech periodicals have certain psychological problems, especially the psychological problems of responsible editors, which should be paid attention to by relevant departments and leaders. After the intervention of emotion regulation, the results show that the editor's mental health is good, and the stability of emotion is an important factor affecting his mental health. Therefore, editors of sci-tech journals should be good at controlling their emotions and maintaining their psychological integrity when facing various pressures. In the face of positive emotions, the emotional regulation methods used by journal editors from more to less are: emotional sharing, emotional disclosure, emotional maintenance, motivation, restraint and sublimation. The frequency of emotion used by editors is shifted from less emotional experience and less emotional stress to more emotional stress. Journal Editors mainly regulate positive emotions by means of emotional sharing and emotional disclosure, and regulate negative emotions by means of cognitive reappraisal and venting. There are professional, work intensity and gender differences in the emotional regulation of journal editors. There is a positive correlation between emotional sharing, motivation, restraint, emotional maintenance, emotional disclosure, distraction and cognitive reappraisal in positive emotion regulation and life satisfaction. However, there is a negative correlation between the ways of regulating the sublimation of positive emotions, the venting of negative emotions, depression, experiencing pain and relaxation and life satisfaction. Among the twelve emotion regulation factors that predict life satisfaction, the factors of positive emotion regulation and negative emotion regulation, such as venting, depression and experiencing pain, have significant predictive power on life satisfaction. Conclusion The psychological health and emotional stability of sci-tech journal editors are related to the quality of journal editors. Correct emotion regulation and guidance can dispel the editor's psychological fatigue and promote his emotional stability. The emotional stability of sci-tech periodical editors can improve the editing quality of sci-tech periodicals. Therefore, the competent department of sci-tech periodicals should pay attention to the mental health status of periodical editors, eliminate psychological fatigue and stabilize their emotions through psychological intervention.
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Hewitt, Helen. "Dramatherapy: Developing emotional stability". Learning Disability Practice 8, nr 10 (1.12.2005): 26. http://dx.doi.org/10.7748/ldp.8.10.26.s22.
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Caprara, Gianvittorio, Michele Vecchione, Claudio Barbaranelli i Guido Alessandri. "Emotional Stability and Affective Self–regulatory Efficacy Beliefs: Proofs of Integration between Trait Theory and Social Cognitive Theory". European Journal of Personality 27, nr 2 (marzec 2013): 145–54. http://dx.doi.org/10.1002/per.1847.
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The present study aimed to investigate the development and interplay of emotional stability and affective self–regulatory efficacy beliefs through adolescence to young adulthood. A latent growth curve approach was used to investigate level and stability of emotional stability and self–efficacy in managing negative emotions and in expressing positive emotions. We found that initial levels of emotional stability and self–efficacy beliefs are highly correlated. In accordance with the posited hypothesis, the growth rate of perceived self–efficacy in managing negative emotions predicted the growth rate of emotional stability, whereas the opposite path was not significant. The growth rates of perceived self–efficacy in expressing positive emotions and emotional stability were not related to each other. Taken together, these findings point to self–efficacy beliefs as instrumental to the change of traits. Practical implications of results are discussed, highlighting the role of social cognitive theory in supplying the proper strategies to design effective interventions to enable people to make the best use of their potentials. Copyright © 2012 John Wiley & Sons, Ltd.
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Moeller, Julia, Luise von Keyserlingk, Marion Spengler, Hanna Gaspard, Hye Rin Lee, Katsumi Yamaguchi-Pedroza, Renzhe Yu, Christian Fischer i Richard Arum. "Risk and Protective Factors of College Students’ Psychological Well-Being During the COVID-19 Pandemic: Emotional Stability, Mental Health, and Household Resources". AERA Open 8 (styczeń 2022): 233285842110657. http://dx.doi.org/10.1177/23328584211065725.
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Colleges and universities have increasingly worried in recent decades about college students’ well-being, with the COVID-19 pandemic aggravating these concerns. Our study examines changes to undergraduate emotional sentiments and psychological well-being from before to after the onset of the pandemic. In addition, we explore whether certain risk factors (i.e., prior mental health impairments, trait emotional stability) and protective factors (i.e., subjective socioeconomic status, parental education, household resources) predicted students’ emotions and their intraindividual changes due to the pandemic onset. We compared experience sampling method data from 120 students from before and after the pandemic onset, examining intraindividual trajectories. There was only little change in students’ emotions. Prior mental health impairment and trait emotional stability predicted students’ emotions, averaged across time points, but not emotion changes. Few associations with emotions were found for subjective socioeconomic status and parental education, but study-related household resources predicted levels and changes in emotions.
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Koloskova, Zhanna. "DEVELOPMENT OF EMOTIONAL STABILITY OF A FUTURE MUSIC ART TEACHER IN VOCAL CLASS". Academic Notes Series Pedagogical Science 1, nr 204 (czerwiec 2022): 138–43. http://dx.doi.org/10.36550/2415-7988-2022-1-204-138-143.
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The author of the article reveals the problem of developing the emotional stability of future music art teachers in high school. It has been determined that the specified problem is relevant for the profession of a musician, which requires endurance both while learning musical pieces and when performing them in public. Analyzing the source base, the author defines the concept of "emotional stability" as a component of emotional intelligence, which is a personality quality, formed in conditions of extreme activities. It implements through emotional intellect of a personality and provides a person's ability to succeed, withstand significant intellectual, volitional and emotional stress, and at the same time to maintain the state of psychophysical balance. According to V. Dryndin's research, the following factors determine the state of a musician's stiffness: lack of a performer’s mental mobilization skills; insufficient formation for public performances; the influence of high personal anxiety and, as a consequence, reduced emotional stability; uncertainty if the performance program is memorized by heart well enough; the effect of a fixed reflex to the inevitable fright before the performance and its negative impact on performance; targeting of the internal attitude at self-esteem of one's own personality instead of performing a piece in the required manner; lack of self-regulation skills (the presence of shyness, inability to manage one’s own emotional state); awareness of manifestation of negative emotions (hand tremors, palpitations, sweating, sluggishness or tension of a performer’s apparatus, etc.). That is why, development of self-control will help to regulate the mental state of a musician and create a musical image under the control of his or her consciousness. Also in the process of training a vocalist for public performance it is important to learn the language of emotions and the ability to be emotionally expressive in speech and singing. Emotions in singing affect the density and brightness of voice timber, vocal position, resonance, nuance and kind of singing vibrato, semantic intonation, activity of articulatory organs and the way of sound production. Therefore, each emotional state of a performer is embodied in the unity of a complex of acoustic features and effective expressiveness. Thus, the professional becoming of a future musician in the process of vocal training is impossible without the engaging of emotional sphere and developing a high level of emotional stability, since emotional experiences while performing musical pieces affect the psychophysiological state of a musician.
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Гоян, Ігор, i Оксана Федик. "Optimization of the functioning of the emotional sphere of the personality by means of psychocorrection". Теоретичні і прикладні проблеми психології, nr 2(58) (2022): 89–95. http://dx.doi.org/10.33216/2219-2654-2022-58-2-89-95.
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The article reveals the features of optimizing the functioning of the emotional sphere of the individual by methods of psychocorrection. It is shown that the problem of emotional stability becomes especially relevant in the youth environment, since emotional stability determines the psychological readiness of a young person for future professional activity. It is emphasized that the importance of emotional stability in the educational activities of students is determined by the role of emotions and their influence on cognitive processes, on the quality of activity, and the tendency of the learning process to be influenced by emotions. Emotional stability can be considered one of the factors that determine the mental and physical health of a young person and, accordingly, the effectiveness of his educational activities, and in the future, his professional activities. As a result of the combined application of psychocorrection methods, the optimization of the functioning of the emotional sphere of the individual was achieved. Key words: personality, emotional sphere, anxiety, optimization of the functioning of the emotional sphere, psychocorrection methods.
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Azmi, Annisa Ul, R. Ika Mustika i Ecep Supriatna. "STRATEGI SELF-MANAGEMENT UNTUK MENGEMBANGKAN STABILITAS EMOSI SISWA". FOKUS (Kajian Bimbingan & Konseling dalam Pendidikan) 4, nr 3 (31.05.2021): 235. http://dx.doi.org/10.22460/fokus.v4i3.6229.
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Self-management is a set of techniques for changing behavior, thoughts, and feelings. Self-management can control emotions and control negative emotions and express emotions in the right way without overdoing it. The purpose of this study was to determine the extent of counseling services with self-management strategies to develop the emotional stability of class X students. The approach used in this study was a qualitative approach with a descriptive type of research. This research is a case study of one student who has problems in regulating his emotional stability. The results showed that self-management strategies can improve students' emotional stability, seen from the way students manage emotions after being given counseling techniques. Students are able to rearrange the environment as an antecedent to certain responses, as well as present themselves and determine their own positive stimulus that follows the desired response. Keywords: : counselling, self management, emotional stability
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Longshore, Kathryn, i Michael Sachs. "Mindfulness Training for Coaches: A Mixed-Method Exploratory Study". Journal of Clinical Sport Psychology 9, nr 2 (czerwiec 2015): 116–37. http://dx.doi.org/10.1123/jcsp.2014-0038.
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Mindfulness-based research in sport has focused on athletes, while coaches remain unexplored. Research consistently shows that coaches experience high stress, which can lead to burnout, reduced performance, and emotional mismanagement. The present study developed and explored Mindfulness Training for Coaches (MTC), which is aimed at increasing mindfulness and emotional stability while reducing anxiety. Participants were 20 Division I coaches. The mixed-method design included trait and state measures of anxiety, mindfulness, and emotion, along with qualitative semistructured interviews. Trained coaches reported significantly less anxiety and greater emotional stability from pre- to posttraining. The state measures showed trained coaches were lower in anxiety and adverse emotions at each time point. Interviews showed six distinct positive impacts on coaches: anxiety and stress; emotions; mindfulness; coaching; athletes; and personal life. MTC is a promising intervention for coaches to reduce stress, improve well-being, and enhance coach-athlete interactions.
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Chaturvedi, M., i R. Chander. "Development of emotional stability scale". Industrial Psychiatry Journal 19, nr 1 (2010): 37. http://dx.doi.org/10.4103/0972-6748.77634.
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Tsyganov, V. "Emotional Expectations and Social Stability". IFAC-PapersOnLine 51, nr 30 (2018): 112–17. http://dx.doi.org/10.1016/j.ifacol.2018.11.258.
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Bogachev, A. N. "FORMATION OF PROFESSIONAL SUSTAINABILITY OF FUTURE TEACHERS AT THE UNIVERSITY". Современная высшая школа инновационный аспект, nr 4 (2020): 51–61. http://dx.doi.org/10.7442/2071-9620-2020-12-4-51-61.
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Pedagogical activity is increasingly associated with conflict and extreme situations. Professional stability of the future teacher determines its reliability and stability as a professional, the ability to perform professional tasks in an emotionally stressful and often critical environment, while remaining emotionally stable and avoiding professional deformations. The purpose of the article is a theoretical analysis of foreign and domestic literature on the problem of forming professional stability of future teachers and conducting an empirical study to identify the components of professional stability. Theoretical analysis of domestic and foreign psychological and pedagogical literature has led us to the following conclusions: 1) professional stability of a teacher determines his reliability and stability as a professional, maintaining professional stability of behavior in various pedagogical situations; 2) professional stability of future teachers is considered as a quality of personality that determines the ability to perform professional activities for a long time, actively, without emotional breakdowns, at a high level of productivity, including in difficult and extreme situations; 3) the components of professional stability were motivational, value and emotional components. The empirical study allowed us to draw the following conclusions: 1) the study of the motivational component revealed a pronounced material orientation of future teachers, despite the fact that the leading motives associated with teaching activities are formed at the average level; 2) autonomy (independence) and entrepreneurship were identified as the leading value orientations, value orientations related to pedagogical activity were identified in an average of 40% of future teachers; 3) indicators of emotional intelligence were formed in future teachers at an average level, they are only situationally able to reduce the intensity of undesirable emotions and manage the emotional state of other participants in the educational process. The conducted theoretical and empirical research led us to the conclusion that the formation of professional stability is an urgent problem for pedagogical universities and is a promising direction in preparing future teachers for professional activity.
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David, Emily M., Mindy K. Shoss, Lars U. Johnson i L. Alan Witt. "Emotions running high: Examining the effects of supervisor and subordinate emotional stability on emotional exhaustion". Journal of Research in Personality 84 (luty 2020): 103885. http://dx.doi.org/10.1016/j.jrp.2019.103885.
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Beloborodov, A. M., i E. E. Symaniuk. "STABILITY OF DEVELOPMENT OF FUTURE PROFESSIONALS’ EMOTIONAL INTELLIGENCE". Education and science journal 20, nr 7 (17.09.2018): 109–27. http://dx.doi.org/10.17853/1994-5639-2018-7-109-127.
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Introduction. Considerable changes in the world of professions, the intensity of production and consumption of new knowledge, strengthening of a communicative component of professional activity are characteristic features of post-industrial society. Workers who have such professional and psychological qualities as self-control, psychological self-control and ability to operate own emotions and emotions of people around (partners and colleagues) are more in demand in labour market. In this regard, the problem of emotional competency formation of future experts is becoming topical in the system of vocational training.The aimof this paper is to generalize the results of the study on the sustainable development of student emotional intelligence by means of active forms of education (training sessions and workshops).Methodology and research methods. The research methodology is based on the model concept of “Emotional Intelligence” developed by D. V. Lyusin. During the experiment, the method of D. V. Lyusin’s questionnaire EmIn (Emotional Intelligence), D. P. Gilford’s Social Intelligence Test and also the authors’ set of toolkits (tasks for recognition of facial expression and detection of the active dictionary of emotions) were applied.Results and scientific novelty.The authors proved the importance of the high level of emotional intelligence for the modern person irrespective of the sphere of professional employment. The main zones of this type of intelligence and their structural components which should be developed in future experts were highlighted. Features and conditions of formation of practical and academic intelligence were designated. Having tested the hypothesis, it was revealed that social and psychological training is aimed at promoting the acquisition and development of practical intelligence; workshop sessions contribute to academic intelligence. According to hypothetical statements, the authors have developed two options for the experimental course included in the schedule of student’s groups (similar in characteristics) of Ural Federal University (Yekaterinburg). Results of both forms of training (training sessions and workshops) have confirmed the validity of the assumptions made. To clarify the degree of stability of purposefully created emotional intelligence, repeated diagnostics of the competencies mastered by students was carried out one and a half years after. The comparative analysis of outcome indicators of the forming experiment and the revealed residual knowledge and skills has shown not only firmness of psychological changes in students in the field of emotional competency, but also the start of mechanisms of its self-development.Practical significance.Contrary to the opinions of a number of scientists that the emotional intelligence does not change significantly through studentship as main development comes to the end during the teenage period, the authors have proved potential opportunities of increase in the level of emotional competency in the higher education institution. Materials of the research offer prospects for detailed studying of the mechanisms which start and support steady self-development of the emotional intelligence of future experts to provide their continuing competitiveness in rapidly changing social and economic realities.
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Hou, Rui. "Maintaining Social Stability without Solving Problems: Emotional Repression in the Chinese Petition System". China Quarterly 243 (17.12.2019): 635–54. http://dx.doi.org/10.1017/s0305741019001528.
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AbstractWhat role do emotions play in state repression? Building upon ethnographic observation in one Beijing petition bureau, this paper explores the emotional labour performed by grassroots officials to demobilize social dissent. The petition system serves as an official channel through which the Chinese government receives complaints and grievances from citizens. Notwithstanding its institutional inefficiency in addressing petitioners’ requirements, this system plays a critical role in maintaining social stability. I investigate the process by which frontline petition officials manage petitions. I argue that channelling petitioners’ emotions has become one of these officials’ core functions. Petition officials have developed three types of emotional strategies – emotional defusing, emotional constraint and emotional reshaping – to absorb petitioners’ complaints. This study of emotional repression offers a fresh perspective on the affective dimension of contentious politics and also contributes to the theoretical discussion on how authoritarian regimes deal with dissent.
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Volov, V. T., i V. V. Volov. "Research of psycho-emotional stability in the basal emotions matrix". National Psychological Journal, nr 4 (2016): 98–107. http://dx.doi.org/10.11621/npj.2016.0412.
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Khoeriyah, Salis Miftahul, Dina Putri Utami i Istichomah Istichomah. "Effect of Emotional Freedom Technique for Emotional Stability in Adolescent Prisoners". INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 3, nr 1 (1.11.2018): 15. http://dx.doi.org/10.24990/injec.v3i1.169.
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Introduction: The prevalence of children in Indonesian prison in 2015 as many as 2,207 children. The impact of detention on children are psychological decline such as anger, anxiety, sadness, fear, disappointment, and other feelings that can cause changes in emotional stability. Therapy Emotional Freedom Technique (EFT) is one of the complementary therapies that can be administered to nursing improving emotional stability adolescent prisoners. To determine the effect of emotional stability EFT against child prisoners in LPKA Class II Yogyakarta. Methods: This study design using pra-experimental approach to non equivalent control group design, purposive sampling with a sample of 32 respondents consisting of 16 respondents to the intervention group and 16 respondents to the control group. The research instrument used is Questionnaire Emotional Stability. Test analysis using Independent t test. Results: The results showed that there are differences in average emotional stability between the intervention group and the control group with p = 0.000 (p <0.05). Conclusions: EFT therapy is highly recommended as one of the nursing interventions to increase emotional stability in adolescents.
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Saithasao, Chutikan, i Chanokprattana Panyasuk. "Tendency of Thai High School Students’ Emotional Stability before and During the COVID-19 Pandemic and Its Factors". International Journal of Science and Healthcare Research 6, nr 3 (3.09.2021): 339–44. http://dx.doi.org/10.52403/ijshr.20210758.
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The World Health Organization (WHO) declared the COVID-19 outbreak to be an international public health emergency. Various situations affected global citizens physically and mentally. Focusing on high school students, we began collecting data via online questionnaires between May and July 2020, 145 valid answers in total. Perth Emotional Regulation Competency Inventory (PERCI) was used to assess emotional stability. We then statistically analyzed the data using Spearman’s correlation coefficient between each factor. The data showed that emotional stability was reduced during the coronavirus situation. In addition, Economic status is an important factor affecting the tendency of emotional stability (p<0.01) due to the global economic crisis. The only variable showing slightly negative correlation was health. This was expected because over 60% of the participants had no infected acquaintances. Health concerns therefore played an inconspicuous role in emotional stability. The volatility of emotion could be a source of mental breakdowns and disastrous events in the future if people do not have the proper awareness. Keywords: Emotional stability, COVID-19, High school students, Psychological impact, Mental health, Public health.
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Kumari, Kavita. "A Descriptive Study to Assess Attachment Styles, and Emotional Stability in Relation to Marital Satisfaction among Couples Residing in Selected Residential Areas of Gurugram, Haryana". Journal of Advanced Research in Psychology & Psychotherapy 03, nr 3&4 (16.01.2021): 1–7. http://dx.doi.org/10.24321/2581.5822.202007.
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Background: Marriage is one of the main decisions that an individual make in their life. Marital satisfaction constitutes the main determinant of life. There are several factors which predict marital satisfaction among couple like their attachment styles, emotional stability and demographic variables. Objective: To assess attachment styles, emotional stability of married couples, to seek relationship between marital satisfaction with their attachment styles and emotional stability and to seek relationship of marital satisfaction with selected demographic variables. Material and Method: A descriptive research design including 50 married couples via purposive sampling. Tools used were- For Attachment styles -Adult attachment scale, For marital satisfaction-ENRICH marital satisfaction scale, For emotional stability-Schutte Self Report Emotional Intelligence Test . Analysis and interpretation was done through SPSS version 16.0. Result: The findings revealed that out of 50 subjects, maximum 80% had Secure attachment style, maximum 100% male and 98% females were emotionally stable and maximum 96% males and 94% females had moderate marital satisfaction. All attachment styles and emotional stability had non significant positive relationship with marital satisfaction. Regarding demographic variables all had non significant relationship with marital satisfaction except age and family income. Conclusion: The study concluded that majority of married couples had moderate marital satisfaction and attachment style and emotional stability are predictors of marital satisfaction among married couples.
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Andrusyk, O. O. "EMOTIONAL STABILITY OF PERSONALITY: THEORETICAL ASPECT". Habitus, nr 19 (2020): 76–80. http://dx.doi.org/10.32843/2663-5208.2020.19.13.
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Janbozorgi, M., A. Zahirodin, N. Norri, R. Ghafarsamar i J. Shams. "Providing emotional stability through relaxation training". Eastern Mediterranean Health Journal 15, nr 3 (1.06.2009): 629–38. http://dx.doi.org/10.26719/2009.15.3.629.
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Kalpana, D., i Zenetta Rosaline. "Emotional Stability of the Elderly People". Research Journal of Humanities and Social Sciences 10, nr 1 (2019): 137. http://dx.doi.org/10.5958/2321-5828.2019.00022.6.
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Kring, Ann M., i Kelly S. Earnst. "Stability of emotional responding in schizophrenia". Behavior Therapy 30, nr 3 (1999): 373–88. http://dx.doi.org/10.1016/s0005-7894(99)80016-1.
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Kaiser, Robert T., i Daniel J. Ozer. "Emotional stability and goal-related stress". Personality and Individual Differences 22, nr 3 (marzec 1997): 371–79. http://dx.doi.org/10.1016/s0191-8869(96)00208-5.
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Volov, V. V., i H. V. Zalevsky. "Analytical Method of Assessing Psycho-Emotional State". Experimental Psychology (Russia) 13, nr 3 (2020): 105–17. http://dx.doi.org/10.17759/exppsy.2020130308.
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The article presents the results of series of myographic studies. On the basis of diagnostics of mimic reactions and use of matrix method the analytical method of research of the psycho-emotional state was developed. The basic emotions are considered as connected matrix elements of the psychic self-organization, determining the necessary state. Specially organized monitoring of the facial reaction when expression and perception of an emotion revealed the work of the afferent and efferent synthesis of the mimic apparatus as an effector of the emotional regulation. As the result of the probe’s comparison of healthy and epileptics the signs of excessive stability, the chiral effects, blocks and emotions imposition were revealed. As shown the ones connected with the self-regulation mechanisms in the different conditions of brain’s functioning.
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Sprecher, Susan, Maria Schmeeckle i Diane Felmlee. "The Principle of Least Interest". Journal of Family Issues 27, nr 9 (wrzesień 2006): 1255–80. http://dx.doi.org/10.1177/0192513x06289215.
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Data from a longitudinal sample of dating couples (some of whom married) were analyzed to test the aspect of Waller’s (1938) principle of least interest that states that unequal emotional involvement between romantic partners has implications for relationship quality and stability. Both members of the couples were asked multiple times over several years which partner, if either, was more emotionally involved. Perceptions of unequal emotional involvement were common and tended to remain stable over time. Less emotionally involved partners perceived themselves as having more control over the continuation of their relationships. Equal emotional involvement was associated with greater relationship satisfaction and stability. Concurrent and retrospective perceptions of relative emotional involvement were associated with several aspects of relationship breakup within the subsample of those who broke up during the study. Perceptions of emotional involvement have many implications for dating couples, including being linked to relationship satisfaction and other outcomes.
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Hamm, Jeremy, Carsten Wrosch, Meaghan Barlow i Ute Kunzmann. "Discrete Emotion Profiles in Old Age: Stability and Change for Better or Worse". Innovation in Aging 5, Supplement_1 (1.12.2021): 573. http://dx.doi.org/10.1093/geroni/igab046.2200.
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Abstract Although discrete emotions can change in salience across adulthood, little is known about developmental shifts in the co-occurrence of multiple discrete emotions. The present study (n=389, Mage=73) adopted a person-centered approach to identify stability and change in commonly-occurring profiles of calmness, excitement, sadness, and anger. Daily emotions were assessed over 1-week periods at baseline and two years later. Latent class analyses yielded consistent 3-profile solutions at both waves: a positive emotion (high calmness-moderate excitement-low sadness and anger), a mixed emotion (moderate/high calmness-moderate excitement, sadness, and anger), and an apathetic emotion profile (low calmness, excitement, sadness, and anger). Latent transition analyses revealed both stability (82% remained in the same profile) and change (18% changed profiles) in profile membership. Higher baseline optimism and fewer chronic conditions were associated with adaptive changes in profile membership. Findings point to the importance of considering the co-occurrence of distinct emotions in studying emotional aging.
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A. Al-hawari, Moh’d. "Emotional stability and switching barriers in the retail banking context". Managing Service Quality 24, nr 5 (2.09.2014): 469–86. http://dx.doi.org/10.1108/msq-12-2013-0280.
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Purpose – The purpose of this paper is to explore the relationships between switching barriers and bank customers’ loyalty in the UAE, and their variation according to customers’ emotional stability. Design/methodology/approach – Data were collected from 413 bank customers through a self-administered questionnaire. The conceptual model and hypotheses were tested using a structural equation modeling method. Findings – Social benefits, confidence benefits, and switching cost affected the banks’ customers’ loyalty directly and in a positive manner. This study's findings confirm that switching barriers are more important in triggering the loyalty of less emotionally stable customers in comparison with highly emotionally stable customers. Practical implications – Banks could use these results to manage switching barriers and customer relations. Originality/value – This paper demonstrates how the emotional stability of customers interferes with customers’ switching behavior.
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Morad, Alaa MHD Taysir. "A Research Study into the impact on Emotional Stability of a Transactional Analysis Training Programme intended to develop increased levels of Adult Ego State in Adolescents in Syria". International Journal of Transactional Analysis Research & Practice 11, nr 1 (30.06.2020): 4–12. http://dx.doi.org/10.29044/v11i1p4.
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A research study is described into the impact on Adult ego state and emotional stability of 36 adolescent students (with 36 in a control group) of a training programme based on transactional analysis concepts run in a school in Damascus. An experimental battery of instruments comprised existing and new instruments including an Ego-State Wheel, an Ego State Problem-Solving Scale, an Ego State Measure, the Emotional Stability Brief Measure, and the Geneva Emotion Wheel. Results showed differences in Adult and Free Child ego states and emotional stability, and some differences between boys and girls on Nurturing Parent and Adapted Child ego states.
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Hordiyenko, N. V. "FORMATION OF EMOTIONAL STABILITY AS AN IMPORTANT INDICATOR OF EMOTIONAL CULTURE OF FUTURE TEACHERS". Educational Dimension 25 (23.06.2009): 176–81. http://dx.doi.org/10.31812/educdim.6917.
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The part and the functions of emotions as a necessity of harmonizing of interaction of emotional and intellectual factors during studying process as an important means of rising of effectiveness of a methodic work for quality education are being substantiated in the article.
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Abdurakhmanov, Sh N., i Kh A. Safayev. "Emotionally - strong-willed stability of a soldier". Fundamental and applied researches in practice of leading scientific schools 41, nr 5 (30.11.2020): 31–34. http://dx.doi.org/10.33531/farplss.2020.5.5.
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Emotional and strong-willed stability – complex psychology and pedagogical characteristic of personal development in which it is interconnected the strong-willed states and strong-willed qualities promoting implementation by the identity of strong-willed actions in situations of the increased emotional tension are presented. Age features of process of formation of emotional and strong-willed stability of the personality are caused by contradictions in intellectual, emotional and strong-willed development, the crisis nature of the teenage period (strengthening of a dominant of the distant purposes; formation of a performing link of strong-willed regulation; strengthening of internal ways of emotional and strong-willed regulation; establishment of intrinsic communication of the emotional and strong-willed sphere of the personality with moral consciousness, etc.). For formation of emotional and strong-willed stability it is necessary to know well the emotional and strong-willed features, to clearly represent the personal purposes, to train ability to operate itself in stressful situations.
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Rosdiana, Yanti, i Wahidyanti Rahayu Hastutiningtyas. "Hubungan Kestabilan Emosi Dengan Problem Solving Mahasiswa Program Studi Agribisnis Pada Masa Pandemi Covid Di Universitas Tribhuwana Tunggadewi". Journal of Nursing Care and Biomoleculer 6, nr 2 (31.12.2021): 152–56. http://dx.doi.org/10.32700/jnc.v6i2.245.
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Introduction: The world of education has undergone a change where initially studying at school, now switching to online learning at home (online). Conflicts can occur in students entering their late teens, for example, learning problems that are different from usual. Objective: to determine emotional stability with problem solving for students of the agribusiness study program during the covid pandemic at Tribhuwana Tunggadewi University. Methods: The research design used an observational analytic design with a cross sectional approach. The research population was 63 students and the research sample was 50 students using simple random sampling. Data collection using the Emotional Stability (ES) questionnaire for emotional stability and for Problem Solving using the Attitudes Toward Problem Solving Scale (ATPSS) questionnaire and validity testing using the Pearson Product Moment (r). Based on the results of the reliability test for the Emotional Stability (ES) questionnaire, the value was 0.998 and The Attitudes Toward Problem Solving Scale (ATPSS) was 0.998, so it was declared reliable for research. Results: The Spearman Rank test results obtained p-value = (0.002) < (0.050) so that H1 was accepted, meaning that there was a significant relationship between emotional stability and problem solving for agribusiness students during the covid pandemic at Tribhuwana Tunggadewi University. Discussion: The problems that exist in students certainly require a solution so that it does not become a burden that can interfere with further development. Individuals with high emotional stability are able to manage unexpected situations and have effective problem solving. High emotional stability makes individuals see a problem as a challenge and an opportunity to develop themselves so that individuals become optimistic that a problem will be resolved. Suggestion: Research is used to provide education about online learning to agribusiness students, so that they can stabilize their emotions when facing problems during online learning.
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Inna, Arshava, Eleonora Nosenko, Kostiantyn Kutovyy i Inna Arshava. "An integrated approach to assessing students’ emotional stability under the COVID-19 pandemic". New Trends and Issues Proceedings on Humanities and Social Sciences 7, nr 3 (1.12.2020): 184–91. http://dx.doi.org/10.18844/prosoc.v7i3.5251.
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In contemporary unpredictably threatening environmental conditions, many students, like individuals of other walks of life who realise the potential danger of corona virus disease for their health and even life, are likely to experience higher than usual levels of emotional stress and consequent behavioural changes, like proneness to self-handicapping, escapism, giving preference to avoidance-type of coping strategies etc. This article presents the description and the expediency of using, for the monitoring of the emotional states of the students, a computer-assisted technique for assessing the mode of information processing preferred by the individual in the stressful conditions. The unified holistic-synthetic mode is found to be pertinent to emotionally stable individuals and consecutive analytical ones compared to the emotional vulnerable ones. The technique can be used for monitoring the emotional states of students and accounting for them in the process of teaching.
Keywords: Emotional stability, cognitive processes, strategy of informational processes, consecutive analytical, holistic-synthetic mode.
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Mccaslin, Mary, Christine C. Vriesema i Susan Burggraf. "Making Mistakes: Emotional Adaptation and Classroom Learning". Teachers College Record: The Voice of Scholarship in Education 118, nr 2 (luty 2016): 1–46. http://dx.doi.org/10.1177/016146811611800205.
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Background We studied how students in Grades 4–6 participate in and emotionally adapt to the give-and-take of learning in classrooms, particularly when making mistakes. Our approach is consistent with researchers who (a) include cognitive appraisals in the study of emotional experiences, (b) consider how personal concerns might mediate situational experiences, and/ or, (c) examine the interplay of emotion generation and regulation in emotional adaptation. Purpose of Study Our aim was to better understand how students think, feel, and cope— their emotional adaptation—when making mistakes in the pursuit of classroom learning and how this might impact their relationships with peers. We explored the possibility of individual and contextual differences in students’ emotional adaptation dynamics and considered how they might uniquely coregulate students’ coping with making mistakes in classrooms. Participants Participants were fourth- through sixth-grade students who attended one of five schools within a single district. Schools were labeled as relatively high or moderate in poverty density, defined by the percentage students receiving free or reduced lunch support. Research Design Students’ self-conscious emotions and coping strategies were measured with the School Situations (SS) inventory, a pencil-and-paper measure of children's self-conscious emotions in three classroom social/instructional contexts: private, small group, and whole class. SS assesses how students experience (generate) and cope with (regulate) self-conscious emotions (guilt, pride, shame) in response to situations they commonly encounter or witness in classrooms. SS was administered in November and again in May after students completed a mathematics pretest and posttest, respectively. Findings Findings revealed the importance of context—cultural (poverty density), social (classroom social/instructional format), and personal (readiness)—in the coregulation of students’ self-conscious emotions and coping. It is difficult for students with fewer resources (due to school poverty density or readiness to learn) to cope with negative emotions when making mistakes and to realize pride upon success. Further, an exploratory factor analysis based on students who participated at both pretest and posttest revealed five unique emotional adaptation subscales—Distance and Displace, Regret and Repair, Inadequate and Exposed, Proud and Modest, and Minimize and Move On—that are relatively stable across the school year and linked with readiness and learning. Conclusions The stability of students’ emotional adaptation profiles suggests that students develop characteristic emotional adaptations to classroom learning demands. Further, the modest strength of these relationships supports the conclusion that students’ emotional adaptations are malleable and open to intervention.
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Latif, Mehr, Kathleen Blee, Matthew DeMichele i Pete Simi. "How Emotional Dynamics Maintain and Destroy White Supremacist Groups". Humanity & Society 42, nr 4 (3.10.2018): 480–501. http://dx.doi.org/10.1177/0160597618802552.
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In this article, we explore emotions as a relational mechanism that affects the stability of political movement groups by activating or weakening identities, social ties, and movement boundaries. Our goal is to specify the dynamics by which personal emotional experiences are linked to wider group processes. In this way, emotion serves as an analytic bridge, connecting the micro levels to larger social structures. We draw on data from former violent white supremacists to understand the personal/interpersonal (micro) and group (meso) level emotional dynamics in this extremist movement, especially how emotional experiences affect social movement dynamics. We draw on our evidence to build models of how emotional dynamics create trajectories of development and decline in white supremacist group membership. To demonstrate the analytic leverage provided by a focus on emotional dynamics, we then examine three findings from our study that are difficult to explain through more common frameworks of individual cognitive processes or group structure.
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SURKOVA, Kateryna, Maryna LOMAKINA i Oksana DANILKO. "COMPONENTS OF THE AIR TRAFFIC CONTROLLERS’ EMOTIONAL STABILITY FORMATION MODEL". Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 12 (2022): 132–39. http://dx.doi.org/10.33251/2522-1477-2022-12-132-139.
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The article is devoted to the consideration and substantiation of the air traffic controllers’ emotional stability formation model. The components of the air traffic controllers’ emotional stability formation model have been identified on the basis of numerous scientific studies on emotional stability, its influence on the air traffic controllers’ professional activity, methods of determining and evaluating the emotional state. The conditions for the implementation of this process have been determined. The air traffic controllers’ emotional stability formation model has been represented by the following structural blocks: targeted - the goals and tasks of forming emotional stability are set; informative - the iformative content of the emotional stability components has been determined; organizational - pedagogical conditions and technological components of the emotional stability formation have been revealed; control block – is responsible for determining the level of emotional stability; correction block - according to the control block results, correction, self-correction and prevention of the emotional state have been carried out. The developed air traffic controllers’ emotional stability formation model in case of implementing it in professional training should form: stable motives for choosing a profession; focus on future professional activity; objective self-assessment of professionally significant personality qualities; the ability to work on self-improvement; attitude to active and purposeful actions; adjustment to adequate behavior in the conditions of solving complex professional tasks; the ability to self-regulate a negative emotional state; the state of satisfaction with the choice of profession. At present, the proposed air traffic controllers’ emotional stability formation model has a generalized theoretical nature and needs to be finalized. Futher directions of research are the understanding and substantiation of all components of the model, the possible use of expert methods; refinement of all components, their further structuring; more detailed development of the formation process content; specification of control methods, etc. Key words: air traffic controller, air traffic control, emotional stability, professional training.
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Alessandri, Guido, Enrico Perinelli, Evelina De Longis, Wilmar B. Schaufeli, Annalisa Theodorou, Laura Borgogni, Gian Vittorio Caprara i Luigi Cinque. "Job burnout: The contribution of emotional stability and emotional self-efficacy beliefs". Journal of Occupational and Organizational Psychology 91, nr 4 (13.06.2018): 823–51. http://dx.doi.org/10.1111/joop.12225.
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Kapustina, Ksenia O., i Elena N. Azletskaya. "Emotional stability of the personality in adolescence." Pedagogy: history, prospects 3, nr 5 (29.10.2020): 113–19. http://dx.doi.org/10.17748/2686-9969-2020-3-5-113-119.
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The article presents various definitions and characteristics of emotional stability, as well as its components. The purpose and objectives of the study are determined. The analysis of methods of correction and development of emotional stability of a personality in adolescence has been carried out. The approaches to the psychological correction of emotional stability are characterized. It is shown that psychodynamic in-cludes the creation of an environment that eliminates social and external obstacles to interpersonal conflict. The methods of resolution are art therapy, psychoanalysis, psy-chocorrection in the family. Behavioral helps to better master adaptive forms of behav-ior or help get rid of maladaptive forms. It is noted that with an acceptable level of emotional stability in a young man, moderate psychoticism, sensitivity and irritability are at an average level. In addition to the methods of correction, recommendations are given for the development of emotional stability.
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Leikas, Sointu, Seppo Mäkinen, Jan‐Erik Lönnqvist i Markku Verkasalo. "Cognitive ability × emotional stability interactions on adjustment". European Journal of Personality 23, nr 4 (czerwiec 2009): 329–42. http://dx.doi.org/10.1002/per.711.
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Cognitive ability has been shown to moderate the relations between emotional stability and self‐reports of well being. The present study examined whether this interaction effect generalizes to non‐self‐report measures of well being. Male conscripts (N = 152) completed an emotional stability scale and a cognitive ability test. Several indicators of their general adjustment and competence were derived from self‐ and superior‐ratings, a psychiatric interview and from military archives. Cognitive ability moderated the association of emotional stability with both self‐report and non‐self‐report indicators of adjustment and competence. Low emotional stability was related to adverse outcomes only among low cognitive ability individuals. The results support the idea that cognitive ability buffers the influence of emotional stability on well being. Copyright © 2009 John Wiley & Sons, Ltd.
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Arora, Ridhi, i Santosh Rangnekar. "Relationships Between Emotional Stability, Psychosocial Mentoring Support and Career Resilience". Europe’s Journal of Psychology 11, nr 1 (27.02.2015): 16–33. http://dx.doi.org/10.5964/ejop.v11i1.835.
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This study empirically investigates the mediating role of psychosocial mentoring support on emotional stability personality disposition and career resilience relationship. In addition, this research also focuses on estimating the interrelationship between emotional stability, psychosocial mentoring support and career resilience. The results show substantive direct relations between emotional stability and psychosocial mentoring as well as between emotional stability and career resilience. Psychosocial mentoring is also seen as a significant predictor of career resilience. Further, it mediates partially the relationship between emotional stability personality and career resilience. Future and practical implications of research have also been provided.
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COLE, PAMELA M., LAUREEN O. TETI i CAROLYN ZAHN–WAXLER. "Mutual emotion regulation and the stability of conduct problems between preschool and early school age". Development and Psychopathology 15, nr 1 (marzec 2003): 1–18. http://dx.doi.org/10.1017/s0954579403000014.
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Mutual regulation of anger plays a role in both healthy adjustment and mental health problems. This study of 85 preschooler boys and girls examined mother–preschooler anger regulation during a frustration in relation to the child's preschool and school age problem status. Less mutual positive emotion, more mutual anger, and more emotional mismatches than other dyads characterized dyads with a stable conduct problem child. Maternal emotion predicted school age conduct problems, particularly for boys. Maternal emotion also predicted stability versus improvement of symptoms. The emotional dynamics of mother–preschooler angry exchanges may redirect girls' conduct problems and may contribute to the stability of boys' conduct problems.
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HU, QIANWEN, XIAOHE LI, HAI FANG i QIAN WAN. "THE TACTILE PERCEPTION EVALUATION OF WOOD SURFACE WITH DIFFERENT ROUGHNESS AND SHAPES: A STUDY USING GALVANIC SKIN RESPONSE". Wood Research 67, nr 2 (19.04.2022): 311–25. http://dx.doi.org/10.37763/wr.1336-4561/67.2.311325.
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By adopting the methods of PAD subjective emotion measurement and galvanic skin response physiological measurement, this study explores the differences in people's tactile perception evaluation of the surfaces of beech materialswith different roughness and shapes. The results show that females prefer beech samples with arc shapes, while males prefer thesamples with rectangle shapes; participants' emotional stability under a higher emotional arousal level can to a certain extentbe maintained due to the beech materials with arc shapes. The tactile perception of males for beech materials has a greater range of emotional arousal than that of females, but the arousal speed of males' emotions is lower than that of females' emotions. Moreover, a better tactile perception experience can be created for participants when theroughness of beech materials is limited within a certain range of conditions, and acertain sense of "anxiousness" will be brought to participants if the surface of beech materials is too rough.
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OMELIANENKO, A. "DEVELOPMENT OF EMOTIONAL COMPONENTS IN INTERPERSONAL COMMUNICATION OF PRESCHOOL CHILDREN". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, nr 3 (7.12.2022): 146–54. http://dx.doi.org/10.31494/2412-9208-2022-1-3-146-154.
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The article highlights the development of emotional components in interpersonal communication. Based on the analysis of psychological literature, the role of emotions in the development of interpersonal communication was clarified from the point of view of the significance of the emotional saturation of the statement. Scientists emphasize that accurate expression of thought, successful flow of communication, mastering of various methods of interpersonal interaction, differentiation of the situation is facilitated by the emotional function of speech, which is closely related to the processes of speech development. The results of psychological research were taken into account in the analysis of statements when identifying the levels of formation of the skills of older preschool children to convey their emotional state verbally. In the process of experimental training, it was essential to develop children's ability to empathize and support emotionally, to convey their emotional state verbally; maintain emotional stability during interpersonal communication. During the entire experimental training, such methods were used as conversations about different emotional states (joy, fear, sadness, anger); sketch exercises for expressing certain emotions with the help of mimicry and pantomime; distinguishing similar and opposite emotional states; drawing to the music of various emotional experiences and changing the content of the picture by mixing the color palette; reading fiction, determining the emotional characteristics of characters in fairy tales; composing stories on a given topic that reflect the child's emotional experiences; consideration of reproductions of paintings reflecting different emotional states; conducting integrated classes, which include the use of various types of artistic activity. The author established a thematic sequence of classes on the development of emotional components in interpersonal communication. We see the prospect of further research in the development of experimental methods for the development of emotional components in game activities. Key words: emotional components, interpersonal communication, preschool children.
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Ni, Xiaoyang, Haojie Zhou i Weiming Chen. "Addition of an Emotionally Stable Node in the SOSa-SPSa Model for Group Emotional Contagion of Panic in Public Health Emergency: Implications for Epidemic Emergency Responses". International Journal of Environmental Research and Public Health 17, nr 14 (14.07.2020): 5044. http://dx.doi.org/10.3390/ijerph17145044.
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Sentiment contagion is similar to an infectious disease that spreads in a crowd. In this study, we explore the law of emotional infection under sudden public events by SIR model. The paper adds an emotionally stable node and establishes a group emotional infection model of U-SOSPa-SPSOa model. Simulation results show that our model is reasonable and can better explain the entire contagion process by considering four groups (unsusceptible-susceptible-optimistic-pessimistic) of people. Our theoretical results show: When the pessimists were below the critical value of 0.34, the number of negative emotional groups first increased and then decreased. As the proportion increases, the emotional peak of pessimists increases. The cure probability θo has the least influence on the P(t), and at the same time, under the action of θp, the P(t) reaches the stable state first. The increase of the risk coefficient can promote the pessimist infection. When the degree of risk is low, the rate of emotional infection is increased. When the degree of risk is high, the rate of infection is slowed. Therefore, system customizers and related managers can improve the efficiency of stable groups, adjust the proportion of initial negative emotions, control the infection of the spontaneous infection process, and directly deal with negative emotions. They can carry out treatment and other means to stabilize group emotions and maintain social stability.
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SUNDUKOVA, Iryna. "ENSURING EMOTIONAL RESISTANCE IN CONDITIONS OF HEALTH CARE OF FUTURE PHYSICAL EDUCATION TEACHERS". Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 12 (2022): 126–31. http://dx.doi.org/10.33251/2522-1477-2022-12-126-131.
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The article highlights the development of emotional stability, which is provided by means, the methodical basis of which is a system of influences aimed at the formation of a complex of volitional qualities, the totality of which constitutes the essence of emotional stability of an individual. It is noted that the health care of teachers is directly related to the development of emotional stability of teachers even at the stage of preparation for professional activity. Pedagogical support for the development of emotional stability is characterized, which involves the presence of a system of knowledge about the specifics of the organization of a teacher's professional activity in conditions of emotional tension, taking into account the personal characteristics of participants in the pedagogical process. The structure of emotional stability is highlighted, which includes five substructures: psychophysiological, which is the substrate of mental activity; emotional and volitional, which includes the processes of self-regulation of the individual; adaptive, aimed at personal and adaptive potential; cognitive-reflexive, which reflects the assessment of one's own states, feelings, experiences, analysis of these states and formulation of relevant conclusions; socio-perceptive, which includes psychological insight and its components. The development of emotional stability of future teachers is represented by a complex of pedagogical conditions, which includes the following: оrganization of comfortable educational activities of the future teacher; the future teacher's orientation towards tolerant communication; application of methods of developing emotional stability; implementation of the special course program ″Emotional stability in the educational process″. Emotional stability is aimed at developing the ability of future physical education teachers for self-regulation, readiness for constructive interaction with participants in the pedagogical process, including in difficult emotional situations. Key words: еmotional stability, professional training, self-training, self-development, physical exercises.
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Foli, Karen J., Susan C. South, Eunjung Lim i Megan Hebdon. "Maternal Postadoption Depression, Unmet Expectations, and Personality Traits". Journal of the American Psychiatric Nurses Association 18, nr 5 (wrzesień 2012): 267–77. http://dx.doi.org/10.1177/1078390312457993.
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Background: There are approximately 2 million adoptive parents in the United States and some struggle with depressive symptoms postplacement. We know little about personality traits that may be associated with depression in adoptive parents. Objectives: This study describes the relationships between personality traits, unmet expectations, and maternal postadoption depression. Design: Adoptive mothers ( N = 136) were surveyed for depressive symptoms using the Center for Epidemiologic Studies–Depression Scale (CES-D) and the Edinburgh Postnatal Depression Scale (EPDS). Analyses included correlations and a regression analysis between depressive symptoms and unmet expectations with the Five-Factor Model personality traits (extraversion, agreeableness, conscientiousness, emotional stability, openness to experience) as measured by the Ten-Item Personality Inventory. Results: Both the CES-D and EPDS were significantly, negatively correlated with all five personality dimensions. Mothers whose expectations of themselves as parents matched pre- and postplacement were more likely to be emotionally stable and extraverted. Approximately 36% of the variance in depressive symptoms was explained by personality traits (emotional stability: p < .0001). Conclusions: The postadoption period is a crucial time of transition for mothers and their children. Maternal emotional stability, depressive symptoms, and unmet expectations may affect this period. Mothers who are lower in emotional stability may be at risk for postadoptive depressive symptoms. In planning and providing innovative care that promotes positive mother–child relationships, nurses should assess adoptive mothers for depressive symptoms, emotional stability, and unmet expectations.
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Bansal, Pevitr S., Sarah M. Haas, Michael T. Willoughby, Erika K. Coles, William E. Pelham i Daniel A. Waschbusch. "A Pilot Study of Emotional Response to Time-Out in Children With Conduct Problems and Callous-Unemotional Traits". Psychological Reports 123, nr 5 (25.10.2019): 2017–37. http://dx.doi.org/10.1177/0033294119884014.
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Little research has examined how children with conduct problems and concurrent callous-unemotional traits (CPCU) emotionally and behaviorally respond to time-out. This pilot study examined the distribution and stability of emotions during time-out as well as the association between emotions and negative behaviors. Participants were 11 children ( Mage = 9.8 years) with CPCU who participated in a summer treatment program designed specifically for children with CPCU. Summer treatment program counselors rated each child’s emotion when time-out was first assigned and then as the time-out progressed and indicated whether the child had negative behavior during time-out. These ratings were completed for approximately 30% of time-outs that occurred. Results showed that children were mostly rated as “unemotional” or “calm” and that these emotions were relatively stable throughout time-out. Furthermore, negative behaviors were most common during time-outs when children’s emotions were rated as “amused.” Results provide groundwork for future research to extend upon the methods used in the current study to further examine the emotional and behavioral response to time-out in children with CPCU.
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Segerstrom, Suzanne C., i Gregory T. Smith. "Personality and Coping: Individual Differences in Responses to Emotion". Annual Review of Psychology 70, nr 1 (4.01.2019): 651–71. http://dx.doi.org/10.1146/annurev-psych-010418-102917.
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Abundant evidence links personality with emotion via coping. Alternatively, personality can be viewed as an emergent property of responses to the experience of emotion. Dispositions to control, approach, escape, and avoid one's emotional experience underlie diverse traits, including positive and negative urgency, trait emotional approach and avoidance, alexithymia, and emotional expressiveness. In this review, we consider the neurobiological underpinnings of these dispositions and the nature (e.g., stability) and adaptiveness of the associated traits. Important future directions for research in this area include the roles of development, intraindividual variability and flexibility, and the intensity and structure of emotional experience.
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Purna, Rozi Sastra, i Dwi Puspasari. "Regulasi Emosi Guru dan Menjadi Pendidik yang Profesional". Jurnal Warta Pengabdian Andalas 29, nr 1 (29.03.2022): 16–22. http://dx.doi.org/10.25077/jwa.29.1.16-22.2022.
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A teacher is a person who imparts knowledge to students. Teachers are subjects that play an essential role in the continuity of education. Teachers will be able to educate and teach if they have emotional stability and have a great sense of responsibility to advance their students. Teachers in schools must be able to deal with the emotional demands of the surrounding environment on an ongoing basis. Thus, the teacher's knowledge and skills are needed to manage the emotion they experience while carrying out their roles as educators. This community service activity was conducted at the Insan Karima Cendekia Foundation in Bukittinggi, West Sumatra. This location was chosen because it considered the problems faced by teachers, especially in managing emotions. The foundation also conveyed the obstacles and needs related to psychoeducation for teachers. The activities were packaged in the form of providing psychoeducation and direct practice related to emotional regulation and becoming professional educators. Through the activities carried out, it was hoped that it could be a means to help teachers recognize emotion and understand how to regulate their emotions and help teachers gain knowledge related to being a professional educator.